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Medical assessment, which forms an important part of any rst visit, has been fully discussed above. Besides this we would recommend a discussion with the child and parents about the history and development of the eating dif culty, starting from the time when someone rst became aware that there might be a problem. This might have been a parent, the child, a relative, or another person for instance, someone at the child s school. We have found it quite helpful to draw a time line that includes changes in eating, weight, and related concerns. At presentation it is also necessary to conduct a mental state examination (to contribute to a risk assessment), which would include assessment of comorbid disorders. Speci c eating disorder psychopathology is useful to assess (e.g. using the child version of the EDE, Bryant-Waugh et al., 1996; Fairburn & Cooper, 1993). Finally the child s current general functioning should also be assessed (including school and social functioning).

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conflict of interest, practitioners ask their supervisor to assign a different psychologist. If that is not feasible or acceptable, the practitioner should attempt to guide the parents to alternative community resources (NASPPPE, III, A, #5, C, #4). School psychologists also must consider potential problems associated with multiple relationships. In working with parents, multiple relationships occur when the psychologist is in a professional role with the parents and at the same time has a relationship with a person closely associated with or related to the parents (EP 3.05). For example, the psychologist might be dating a divorced parent s ex-spouse, or the parent with whom the school psychologist is consulting might also be the school teacher for the psychologist s own child. Psychologists refrain from entering into a multiple relationship if the relationship could reasonably be expected impair the psychologist s performance, or otherwise risks exploitation or harm to the person with whom the professional relationship exits (EP 3.05). Again, in such situations, the parent(s) should be offered the services of another psychologist in the district, and if that is not feasible or acceptable, the practitioners should attempt to guide them to alternative community resources. Multiple relationships that would not reasonably be expected to cause impairment or risk exploitation or harm are not unethical (EP 3.05). If, due to unforseen circumstances, a potentially harmful multiple relationship arises, the psychologist attempts to revolve it with due regard for the best interests of the client and others involved (EP 3.05, NASP-PPE, III, #4).

ADJUSTED PROBABILITY ESTIMATE FOR ZERO-FREQUENCY CELLS n c + n equiv p n + n equiv where n represents the total number of records for this target class, n c the number of these n records that also have the attribute value of interest, p the prior estimate of the probability being estimated, and n equiv is a constant representing the equivalent sample size.

DTS API Application middleware layer NRS Grid service API Network resource middleware layer OGSI-ification API Dynamic lambda, optical burst, etc., Grid services Connectivity and fabric layers Data center Optical path control 1 n 1 n Data center Data handler service Data transfer service Information service Network Resource Service Basic network resource service Network resource scheduler

ATTITUDE FORMATION Where do attitudes come from How do they develop As described in the earlier section on attitude structure, attitudes can be based on cognitive, affective, and behavioral information. Each of these possible avenues of attitude formation is discussed in the following section; a biological perspective on attitude formation is also introduced. It is important to note that the psychological processes involved in attitude formation can also lead to attitude change (i.e., the alteration of an existing attitude to a different evaluative position), and that theories of attitude formation are also theories of attitude change. Because there is another chapter in this volume dedicated entirely to attitude change (see the chapter by Petty in this volume), we describe the mechanisms involved in attitude formation only brie y here. Cognitive Processes One crucial source of attitudes is cognitive information about the target that is, beliefs about the attributes of the target. Indeed, as discussed in the section of this chapter on attitude structure, beliefs play a prominent role in both major models of attitude content. Knowledge about an object can come either from direct experience with the object or from indirect sources such as parents, peers, and the media. As already noted, attitudes based on direct experience tend to be stronger than are attitudes derived from indirect information.

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